Electronic Portfolio Development Portfolio Development ... Boston: Allyn Bacon. 9 ... final draft or a finished product. 32 The Portfolio Connection

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  • 1

    Electronic Portfolio Development

    Combining Multimedia Development andPortfolio Development into:

    5 Stages of Electronic PortfolioDevelopment Defining the Portfolio Context & Goals

    The Working Portfolio

    The Reflective Portfolio

    The Connected Portfolio

    The Presentation Portfolio

    Dr. Helen BarrettSchool of Education e-mail: afhcb@uaa.alaska.edu

    University of Alaska Anchorage - http://portfolios.alaska.edu/

  • 2

    Assumption

    As we move to more standards-based teacher performanceassessment, we need new tools torecord and organize evidence ofsuccessful teaching, for bothpracticing professionals and studentteachers.

  • 4

    What is a portfolio?

    l a purposeful collection of student work thatdemonstrates effort, progress and achievement(based on standards)

    l provides a richer picture of student performancethan can be gained from more traditional,objective forms of assessment

    l traditional standards-based portfolios are 3-ringnotebooks, organized with dividers and sectionsfor documents demonstrating each standard (Campbell, et.al., 1997)

  • 5

    What is an Electronic Portfolio?

    l uses electronic technologies

    l which allows students/teachers to collectand organize portfolio artifacts in manymedia types (audio, video, graphics, text)

    l using hypertext links to organize thematerial

    l connecting evidence to appropriatestandards (in a standards-based portfolio)

  • 6

    Electronic or Digital Portfolio?

    l An Electronic Portfolio contains artifactsthat may be in analog form, such as avideo tape, or may be in computer-readable form

    l A Digital Portfolio contains artifacts thathave been transformed into computer-readable form (digitized/scanned/input)

  • 7

    What is a teaching portfolio?

    A teaching portfolio is the structured,documentary history of a set of coachedor mentored acts of teaching,substantiated by samples of studentportfolios, and fully realized only throughreflective writing, deliberation, andconversation. (Shulman, 1998)

  • 8

    A portfolio is not merely a collection ofcourse projects, assignments,videotapes, and pictures designed toimpress someone. If it is to meet its fullpotential, a portfolio must be organized,goal-driven, performance-basedevidence that indicates the attainment ofthe knowledge, skills, and attitudesneeded to be a teacher. (p.21)

    Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.

    Boston: Allyn & Bacon.

  • 9

    We have found that as students progressthrough a teacher education program thathas a portfolio assessment system, theyincreasingly understand the power andpotential of portfolios for giving direction toreflect on throughout their professionallives. (p. x)

    Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.

    Boston: Allyn & Bacon.

  • 10

    Scrapbook or portfolio?

    ...Tom Bird...asked us to think about thedistinction between the teachers filingcabinet and the teachers portfolio. Asteachers, we accumulate a great deal ofdocumentation of our work. Butdepending on the case we have tomake, we draw from the filing cabinetand create a particular portfolio.(Shulman, 1998)

  • 12

    Types of Portfolios

    l Working Portfolios-an intentional collection of work guided by learningobjectives

    l Display, Showcase, or Best WorksPortfolios - demonstrate the highest level ofachievement - a celebration of learning

    l Assessment Portfolios- to document student learning on specific curriculumoutcomes

  • 13

    Why use technology?Sheingolds Reasons (1992)

    l To make work in many mediaaccessible, portable, examinable, widelydistributable

    l To make performance replayable andreviewable; it is important to see morethan once

    l To address ownership issues of student-created work

    l To address storage issues

  • 14

    Why use technology?(Barretts assumptions)

    l Today, many documents are initially createdwith a computer, anyway.

    l Hypertext links allow clear connectionsbetween standards and portfolio artifacts

    l Creating an EP can develop teachers skills inusing multimedia technology

    l Modeling: A teacher with an EP will be morelikely to have students with EPs.

    l Its fun & easier to manage the process!(especially storage, presentation, and duplication)

  • 15

    Benefits of Professional Portfolios

    l Documentation of Growth & Achievementl Self-assessment of Professional Goals

    l Staff Developmentl Employment Interviews

    l Advancementl Performance Reviews

    l Lifelong Learning Tooll Source of Affirmation & Pride

    l Sharing with StudentsRolheiser, Bower, & Stevahn (inpress) The Portfolio Organizer:A Guide for Decision Making

  • 16

    Electronic Portfolio Development isbased on two bodies of literature:

    Portfolio DevelopmentLiterature

    l Collectionl Selectionl Reflectionl Projection

    (or Direction)(Danielson & Abrutyn (1997)An Introduction to Using Portfolios in theClassroom. Alexandria: Association forSupervision and Curriculum Development.

    Multimedia DevelopmentLiterature

    l Assess/Decidel Designl Developl Implementl Evaluate

    Ivers, K., & Barron, A. E. (1998) MultimediaProjects in Education. Englewood, CO: LibrariesUnlimited, Inc.

  • 17

    Collection

    l The primary activity of a working portfolio.

    l Dont save everything!

    l Purpose and audience and future use ofartifacts will determine content.

    Danielson & Abrutyn (1997). An Introduction to Using Portfolios in the Classroom. ASCD

  • 18

    Selection

    l Students examine what has beencollected to decide what should be movedto a more permanent assessment ordisplay portfolio.

    l Criteria should reflect the learningobjectives of the curriculum. (Danielson & Abrutyn [ASCD], 1997, p. 13)

    l This is where many electronic portfolios end!

  • 19

    Reflection

    l Students articulate their thinking abouteach piece in their portfolio.

    l Through this process of reflection,students become increasingly aware ofthemselves as learners.

    l Use reflective prompts.l Include reflections on every piece plus

    overall reflection on entire portfolio. (Danielson & Abrutyn [ASCD], 1997, pp.15-16)

  • 20

    Reflection

    l The use of portfolios not only helpsstudents make better progress onthe skills in the curriculum; it alsohelps them develop critical skillssuch as reflection and self-evaluation which are fundamentalto excellence in any walk of life.(Danielson & Abrutyn [ASCD], 1997, p. 26)

  • 21

    Projection

    l Looking ahead and setting goals forthe future.

    l Students see patterns in their work.l These observations can help

    identify goals for future learning.

    (Danielson & Abrutyn [ASCD], 1997, p. 18)

  • 22

    The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)

    l PROJECT purposesl COLLECT and

    organize artifactsl SELECT key artifactsl INTERJECT

    personality

    l REFLECTmetacognitively

    l INSPECT to self-assessl PERFECT and evaluatel CONNECT and

    conference

    l INJECT/EJECT toupdate

    l RESPECTaccomplishments

  • 23

    The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)

    lPROJECT purposes- the big picturegoals for the portfolio

    Projecting is focusing.

  • 24

    The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)

    lCOLLECT and organize theartifacts

    Collection is abundance.

  • 25

    The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)

    lSELECT key artifacts- contents of the portfolio- prioritize

    Selection is abandonment.

  • 26

    The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)

    lINTERJECT personality- cover, design, layouts- personal touch

    Interjection is style and flair.

  • 27

    The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)

    lREFLECT metacognitively- label each artifact formeaning and value- give voice to why an artifactis included

    Reflection is a mirror into the self.

  • 28

    Reflection and Learning

    "We do not learn fromexperience.

    We learn from reflecting onexperience.

    -John Dewey

  • 29

    from Kay Burke (1997)Designing Professional Portfolios for Change

    "Without written commentaries, explanationsand reflections, the portfolio is no more thana notebook of artifacts or a scrapbook ofteaching mementos. Such a portfolio doesnot reveal the criteria for collecting thecontents, the thoughts of why the itemswere selected, or what the teacher and thestudents learned."

  • 30

    The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)

    lINSPECT to Self-Assess- meet long-term & short-term goals- evidence of strengths & weaknesses

    Inspection ensures one is oncourse.

  • 31

    The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)

    lPERFECT and Evaluate- fine-tuning the content- getting ready for grading

    Perfecting is to make a polishedfinal draft or a finished product.

  • 32

    The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)

    lCONNECT and Conference- share the finished productwith someone- use portfolio as basis formeaningful dialogue

    Connecting is conversing.

  • 33

    The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)

    lINJECT/EJECT to update- keeps portfolio manageable- regular honing keeps theportfolio fresh

    Injecting/ejecting is the cycle of theportfolio.

  • 34

    The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)

    lRESPECT Accomplishments- formal exhibition before anaudience

    Respecting is celebration.

  • 35

    The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)

    l Three Options for Portfolio Development

    lEssential Portfolio Collect, Select, Reflect

    lExpanded Portfolio Project, Collect, Select, Reflect, Perfect, Connect

    lElaborated Portfolio Project, Collect, Select, Interject, Reflect, Inspect,

    Perfect, Connect, Inject/Eject, Respect

  • 36

    Portfolio Organizer(decision-making points, not a step-by-step process)

    l Purpose, Type, Audience, Time Framel Categories for Entries

    l Criteria for Entriesl Work Samples

    l Reflectionsl Storing and Organizing Portfolios

    l Sharing the Learning: Conferences & Responsesl Goal Setting

    l Self-Evaluationl Getting Started

    Rolheiser, Bower, & Stevahn (in press) The PortfolioOrganizer: A Guide for Decision Making

  • 37

    Multimedia Development

    InstructionalDesign Stages

    l Assess or Decidel Design or Planl Developl Implementl Evaluatel Present or Publish

    MultimediaAuthoring Skills

    l Use Authoring Toolto structure navigation

    l Scan Graphicsl Digitize Soundl Digitize Videol Write CD-R/W or

    Post to WWW

  • 38

    Combining Portfolio Development& Multimedia Development

    PortfolioDevelopment

    lPurpose & Audience

    lCollectlInterject

    lSelectlReflect, Direct

    lPerfect, InspectlConnect

    lRespect (Celebrate)

    MultimediaDevelopment

    lDecide, Assess

    lDesign, Plan

    lDevelop

    lImplementlEvaluate

    lPresentlPublish

    Electronic PortfolioDevelopment

    Defining the PortfolioContext & Goals

    The Working Portfolio

    The Reflective Portfolio

    The Connected Portfolio

    The Presentation Portfolio

    1999, Helen C. Barrett, Ph.D.

  • Levels of digital portfolio development based on ease of use

    0 All documents are in paper format. Some portfolio data may be stored onvideotape.

    1 All documents are in digital file formats, using word processing or othercommonly used software, and stored in electronic folders on a hard drive,floppy disk, or LAN server.

    2 Portfolio data is entered into a structured format, such as a database orHyperStudio template or slide show (such as PowerPoint or AppleWorks)and stored on a hard drive, Zip, floppy disk, or LAN.

    3 Documents are translated into Portable Document Format (PDF) withhyperlinks between standards, artifacts, and reflections using AcrobatExchange and stored on a hard drive, Zip, Jaz, CD-R/W, or LAN server.

    4 Documents are translated into HTML, complete with hyperlinks betweenstandards, artifacts, and reflections, using a Web authoring program andposted to a Web server.

    5 Portfolio is organized with a multimedia authoring program, incorporatingdigital sound and video, then converted to digital format and pressed to CD-R/W or posted to the Web in streaming format.

  • Levels of Digital Multimedia Development

    1 2 3 4 5Text Only Add Images Add Navigation

    (hypertext links)Add digitized

    soundAdd digitized

    video

    Levels of Digital Storage

    1 2 3 4 5FloppyDiskette

    Hard Disk Drive

    Zip DiskJaz Disk

    LAN Server CD-R/W WWW Server

  • 39

    Stage 1Defining the Portfolio Context & Goals

    l Portfolio DevelopmentPurpose, Audience

    l Multimedia DevelopmentDecide, Assess

    Identify the purpose of the portfolio.

    Identify the learner outcome goals or standards

    Identify the resources available

    Identify the hardware and software

    Identify time, staff development, etc.

    Assess the technology skills of students/teachers

    Identify the audience for the portfolio

  • Level of Teacher Skill(Relative Ease of Use)

    1 2 3 4 5Limitedexperience withdesktopcomputer - ableto use mouse,menus, runsimpleprograms

    Level 1 PLUSproficiencywith a wordprocessor, basice-mail andInternetbrowsing; enterdata into a pre-designeddatabase

    Level 2 PLUSable to build asimplehypertext (non-linear)document withhypertext links(using either ahypermediaprogram likeHyperStudio,Adobe AcrobatExchange, oran HTMLWYSIWYGeditor)

    Level 3 PLUSable to recordsounds, scanimages, outputcomputerscreens to aVCR; design anoriginaldatabase

    Level 4 PLUSmultimediaprogrammingor HTMLauthoring;createQuickTimemovies live orfrom tape;program arelationaldatabase

  • 40

    Stage 1Appropriate Technology Tools & Strategies

    Use whatever software tools are currently being used to collectartifacts, storing them on a hard drive, a server, or videotape.Set up electronic folders for each standard to organize the artifacts(any type of electronic document). [Level 1] AND

    Use a word processor, database, hypermedia software or slideshow to articulate the standards to be demonstrated in the portfolioand to organize the artifacts. [Level 2] OR

    Use an HTML editor to articulate the standards to bedemonstrated in the portfolio and to organize the artifacts. [Level 4]OR

    Use a multimedia authoring program to organize by thestandards to be demonstrated in the portfolio. [Level 5]

  • 41

    Elements of Portfolio Planning

    lPurpose

    lAudience

    lProcess

  • 42

    A few words about the primaryaudience for the portfolio

    l If you focus on electronic portfolios foremployment AND the primary audience(principals) doesn't look at it, then studentsbecome frustrated.

    l If you focus on electronic portfolios forevidence of professional development, ANDthe primary audience (the student & faculty)uses the portfolio to validate that growth,then students become empowered.

  • 43

    Confusion of purpose(Breault, AERA, 2000)

    l Research on metacognition in preserviceportfolio development has shown thatfaculty and students see different purposesfor portfolios:

    l Students see portfolios as marketing toolsl Faculty see portfolios as assessment and

    formative evaluation toolsl The confusion of purpose can create

    dissonnance.

  • 44

    High Stakes Portfolios

    l The move to high stakesperformance portfolios mayundermine the transformative natureof reflective portfolios.

    l Be aware of the conflicting purposesand values when developingportfolios

    (AERA, 2000)

  • 42

    Why use Standards inPortfolios?

    Standards come alive whenthey are assessed throughperformance-based meanssuch as portfolios.

    National Evaluation Systems (1997) Linking Standards andAssessment. (p.30)

  • 43

    Organizing framework

    lMost states have adoptedstandards for both students,practicing teachers, and newteachers. These standards forman ideal framework for thinkingabout organizing an electronicportfolio.

  • 44

    Some teacher educators believe thatstudents should impose their ownorganizational schemes on their portfoliodocumentation. Certainly when aportfolio is being designed solely as amarketing tool, this might be desirable.It would allow for the greatest flexibilityand enhance opportunities forindividuality and creativity. (p. 21)

    Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.

    Boston: Allyn & Bacon.

  • 45

    However, when portfolios are being used by ateacher education program to focus the effortsof both faculty and students on achievingstandards for professional performance, itmakes more sense to organize at least mostof the portfolio around the chosen standards.The easiest way for your students to do this isto divide the portfolio into labeled sections,one for each of the standards. (p.21)

    Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.

    Boston: Allyn & Bacon.

  • 46

    Electronic Portfolio Planning WorksheetStage 1

    You will know you are ready for the next stagewhen:

    l You have identified the purpose and primaryaudience for your portfolio.

    l You have identified the standards or goals thatyou will be using to organize your portfolio.

    l You have selected the development software youwill be using and have completed the first stageusing that tool.

  • 48

    What is the best electronicportfolio program???

    IT DEPENDS . . .l on the assessment contextl and a variety of other factors, human

    and technological, that exist in aclassroom, school or district.

  • 47

    Generic Construction Tools(off-the-shelf software)

    Relational Data Bases, - FileMaker Pro 4.0 or Microsoft Access

    Hypermedia "card" formats, such as HyperStudio, HyperCard,Digital Chisel, or SuperLink + commercial templates available.

    Multimedia authoring software, such as MacromediaAuthorware, Macromedia Director

    Network-compatible hypermedia: HTML/WWW Pages Adobe Acrobat (PDF)

    Office Suite Multimedia slide shows, such as MicrosoftPowerPoint, AppleWorks

    See article in Learning & Leading with Technology, April, 2000

  • 48

    Stage 2The Working Portfolio

    l Portfolio DevelopmentCollect, Interject

    l Multimedia DevelopmentDesign, Plan

    Identify the content of portfolio items and the type ofevidence to be collected

    Select the most appropriate software development toolsbased on the portfolio context and the resources available.

    Identify the storage and presentation/publishing mediummost appropriate for the situation

    Gather the multimedia materials that represent learningachievement. Interject personality into the portfolio design.

  • 49

    Stage 2Appropriate Technology Tools & Strategies

    l Select software to organize selected artifacts:

    Use Word Processing, Slide Shows, Hypermedia, orDatabase programs to list and organize the artifacts thatwill be placed in the Working Portfolio. [Level 2]OR

    Use an HTML editor (or any tool that is normally used)to develop and organize the artifacts for the WorkingPortfolio. [Level 4]OR

    Use a multimedia authoring program to organize theselected artifacts. [Level 5]

  • 50

    Stage 2Appropriate Technology Tools & Strategies

    l Convert student work into digital format

    Use appropriate multimedia to add style &individuality to portfolio.

    Use a scanner (or camera) to digitize images[Level 2]

    Use a microphone and sound digitizing programto digitize audio artifacts [Level 4]

    Use a video camera/VCR, digitizing hardware andsoftware to digitize video artifacts [Level 5]

  • 51

    Electronic Portfolio Planning WorksheetStage 2

    You will know you are ready for the next stagewhen:

    l You have a collection of digital portfolio artifacts thatrepresent your efforts and achievement throughout thecourse of your learning experiences.

    l You have used the graphics and layout capability of thechosen software to interject your personality into theportfolio artifacts.

    l It is time to turn this collection into a portfolio.

  • 52

    Stage 3The Reflective Portfolio

    l Portfolio DevelopmentSelect, Reflect, Direct

    l Multimedia DevelopmentDevelop

    Write general reflective statements on achieving eachstandard.

    Select artifacts that represent achievement of thestandards or goals.

    Write reflective statements for each artifact, elaboratingon why it was selected and its meaning and value in theportfolio.

    From the reflections and feedback, set learning goals forthe future.

  • 53

    A portfolio without reflections:

    lis just a multimedia presentation

    lor a fancy electronic resume

    lor a digital scrapbook

  • 54

    Stage 3Appropriate Technology Tools & Strategies

    Use Word Processing, Slide Shows, Hypermedia, orDatabase programs to record the reflections and futuregoals that will become the Reflective Portfolio. [Level 2]OR

    Use an HTML editor (or any tool that is normally used) torecord the reflections and future goals that will become theReflective Portfolio. [Level 4]OR

    Use a multimedia authoring program to record thereflections and future goals that will become the ReflectivePortfolio. [Level 5]

  • 55

    We also like the three questionssuggested by Van Wagenenand Hibbard (1998)

    1. What?2. So what?3. Now what? (p.22)

    Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.

    Boston: Allyn & Bacon.

  • 56

    To use these questions, thestudent would first

    summarize the artifact thatdocuments the experience, inorder to answer the question

    What?(p.22)

    Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.

    Boston: Allyn & Bacon.

  • 57

    Second, the student wouldreflect on what he or she

    learned and how this leadsto meeting the standard,

    which answers thequestion So what? (p.22)

    Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.

    Boston: Allyn & Bacon.

  • 58

    And third, the studentwould address implicationsfor future learning neededand set forth refinementsor adaptations, in order toanswer Now what? (p.22)

    Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.

    Boston: Allyn & Bacon.

  • Levels of Meta-Cognition and Reflection(Turning a collection into a portfolio)

    0 1 2 3 4 5Little or noreflection ormention ofstandards orgoals.A collectionof artifacts -A scrapbookormultimediapresentation

    Simpleoverallreflection onthe portfolioas a whole.

    Level 1PLUSStandards orportfoliogoals areincluded.

    Level 2PLUSReflectionson achievingeachstandard orgoal PLUSfuturedirections(learninggoals).

    Level 3PLUSReflectionson the role ofeach artifactin theportfolio.

    Level 4PLUSFeedbackfromportfolioconferencingandresponsesfrom others.Includes self-evaluation ofthe portfolio.

  • 59

    Setting goals for future learning

    This is the stage that turns

    portfolio development

    into powerful

    professional development

  • 60

    Electronic Portfolio Planning WorksheetStage 3

    You will know you are ready for the next stagewhen:

    l You have selected the artifacts that are going into

    your formal or presentation portfolio.

    l You have written the reflective statements and

    identified learning goals for the future.

  • 61

    Stage 4The Connected Portfolio

    l Portfolio DevelopmentPerfect, Inspect,Connect

    l Multimedia DevelopmentImplement, Evaluate

    Organize the digital artifacts using hypertext links.

    Identify patterns through the "linking" process.

    Final review and editing of the portfolio & goals.

    Share the portfolios with an appropriate audience.

    Use the portfolio to make instruction/learning or professionaldevelopment decisions.

  • 62

    Stage 4Appropriate Technology Tools & Strategies

    Convert word processing, database or slide showdocuments into either PDF [Level 3]or HTML [Level 4] AND

    Create hypertext links between goals, student worksamples, rubrics, and assessment.Insert multimedia artifacts [Level 3 & 4 ]

    OR

    Create a hypermedia presentation using a multimedia authoringprogram, creating links between goals, student work samples,rubrics, and assessment. [Level 5]

  • 67

    Linking = Learning

    l The transformation from artifacts toevidence is not always clear.

    l Linking reflections to artifacts makes thisthinking process more explicit.

    l The ability to create links from multipleperspectives (and multiple goals)overcomes the linearity of two-dimensional paper portfolios.

  • Ease of Navigating Electronic Portfolio

    1 2 3 4 5Simple, linearpresentationdocument. Nonavigation links(or may have"broken" links)

    Hyperlinks (i.e.,buttons) fromtable of contents(TOC) tostandards Mayhave links toartifacts.

    Hypertext linksbetween TOC,standards,artifacts,reflections.

    Fully hyper-linkeddocumentbetween TOCstandards,artifacts,reflections.

    Interactivepresentationwith animationand intuitivenavigation.

    User Choice in Navigation

    1 2 3 4 5No user choicein navigation.

    Minimal userchoice innavigation.

    Appropriate andclear userchoice innavigation.

    Maximum andobvious userchoice innavigation.

    Maximum andobvious userchoice innavigation.

  • Seamless integration of standards, artifacts, reflections

    1 2 3 4 5Documents inoriginal,separate files

    Documents maybe in separatefiles or mergedinto a singlefile.

    Documents areconsolidatedinto a single file(PDF).

    Documents arein a singledirectory on aweb site.

    Integrated,engaging, self-runningmultimediapresentation.

    Appropriate Use of Multimedia

    1 2 3 4 5No audio/video,or inappropriateuse, distractingfrom content ofportfolio

    Audio may beincluded.

    Appropriateaudio and/orvideo optional.

    Appropriateaudio and/orvideo included.

    Appropriateaudio and videointegratedseamlessly intopresentation.

  • 63

    Electronic Portfolio Planning WorksheetStage 4

    You will know you are ready for the next stagewhen:

    l Your documents are converted into a format that allowshypertext links and you can navigate around yourdocument using those hypertext links.

    l You have inserted the appropriate multimedia artifactsinto the document.

    l You are ready to share your portfolio with someone elseand/or you are ready to publish your portfolio.

  • 64

    Stage 5 The Presentation Portfolio

    l Portfolio Development Respect (Celebrate)

    l Multimedia DevelopmentPresent, Publish

    Record the portfolio to an appropriatepresentation and storage medium.

    Present the portfolio before an audience (realor virtual).

    Evaluate the portfolio's effectiveness in lightof its purpose and the assessment context.

  • 65

    Stage 5Appropriate Technology Tools & Strategies

    l Post the portfolio to WWW server

    OR

    l Write the portfolio to CD-ROM

    OR

    l Record the portfolio to videotape

  • 71

    A year-long Electronic Portfoliodevelopment timeline

    StageSep Oct Nov Dec Jan Feb Mar Apr May

    I XX (x)

    II XX XX XX XX XX XX XX XX

    III (x) (x) (x) XX (x) (x) (x) (x) XX

    IV X (x) XX

    V (x) XX

  • 68

    A few final words

  • 69

    Become a digital pack rat

    l Set up an electronic filing systeml Use high density storage devices

    - Zip disks, Jaz disks- CD-R, DVD-RAM

    l Dont leave the collection/selectionuntil the last minute

    l Plan for an electronic portfolio from thebeginning of the program

  • 70

    Identify standards

    l Use for portfolio organizationl Set up folders to store artifact for each

    standardl Suggested Standards:

    NCATE/ISTE (Technology)INTASC (Pre-service)NBPTS (National certification)State or Local Teaching Standards

  • 71

    Select artifacts

    l Select the artifacts that demonstrateachievement of each standard

    l Possible types of artifacts to include: significant papers, projects; evaluations from all practicum/field experiences; professional correspondence, letters of reference; letters of recognition, awards, certificates, etc.; samples of effective and reflective writing; stories, journal entries, articles, manuals ; photographs, drawings, sketches; lesson plans/curriculum that you have created; audio, video, or other electronic evidence;

  • 72

    Write reflective statements

    l For each standardOR

    l For each artifact

    l Could set up a standard form to becompleted Using a database program Using a PDF form with fields

  • Name ofArtifact

    Date

    Source

    RationaleStatement

    1Artifact forStandard #

    1.1.4Indicator

    Basic Technology Operations andConcepts

    operate and interface peripheral devices with a computer system supportingimaging including scanner, digital camera, and/or video camera.

    Type ofMedia

    Artifact

  • 73

    Create an outline or storyboard

    l Use word processor with outlining(such as Microsoft Word)

    ORl Use slide show with outlining

    (such as PowerPoint)OR

    l Use mapping software(such as Inspiration)

  • 74

    Create a Table of Contents

    l Divide into sections: Introduction

    Acknowledgement Table of Contents

    The Standards and Reflections The artifacts

  • 75

    Create a portfolio matrix

    l Single page overview/cross referenceif individual artifacts documentachievement of more than one standard

    l Use spreadsheet or table in wordprocessor

  • Graduate Course OnlyGraduate Course Only

    Indicator Artifact ------ Indicator Artifact---> 1 2 3 4 5 6 7 8 9 10Projects completed for Undergraduate and Graduate courses -->

    (UAA's ED 320 and ED 626)Word

    processingInternet

    toolsDatabase Spread

    sheetGraphics Non-linear

    multimedia presentatio

    Plan for portfolio

    developmen

    Personal Philosophy of Tech Use

    Research paper

    online discussion of readings

    1.1.1 operate a multimedia computer system with related peripheral devices to successfully install and use a variety of software packages. X X

    1.1.2 use terminology related to computers and technology appropriately in written and oral communications. X

    1.1.3 describe and implement basic troubleshooting techniques related to using a multimedia system with related peripheral devices. X

    1.1.4 use imaging devices such as scanners, digital cameras, and/or video cameras with computer systems and software. X

    1.1.5 demonstrate knowledge of uses of computers and technology in business, industry, and society. X X

    1.2.1 use productivity tools for word processing, database management, and spreadsheet applications. X X X

    1.2.2 apply productivity tools for creating multimedia presentations. X X X1.2.3 use computer-based technologies including telecommunications to

    access information and enhance personal and professional productivity. X X1.2.4 use computers to support problem solving, data collection, information

    management, communications, presentations, and decision making. X X X1.2.5 demonstrate awareness of resources for adaptive assistive devices

    for students with special needs. X X1.2.6 demonstrate knowledge of equity, ethics, legal, and human issues

    concerning use of computers and technology. X X1.2.7 Identify computer and related technology resources for facilitating

    lifelong learning and emerging roles of the learner and the educator. X X1.2.8 Observe demonstrations or uses of broadcast instruction, audio/video

    conferencing, and other distant learning applications. X X1.3.1 explore, evaluate, and use computer/technology resources including

    applications, tools, educational software, and associated documentation.

    X X1.3.2 describe current instructional principles, research, and appropriate

    assessment practices as related to the use of computers and technology resources in the curriculum.

    X X X1.3.3 design, deliver, and assess student learning activities that integrate

    computers/technology for a variety of student grouping strategies and for diverse student populations.

    X X X1.3.4 design student learning activities that foster equitable, ethical, and

    legal use of technology by students. X1.3.5 practice responsible, ethical and legal use of technology, information,

    and software resources. X X

    Educational Technology Foundations Standards International Society for Technology in Education

  • 76

    Convert Artifacts to PDF

    l Create PDF files from word processingor slide show files (or any application)

    l Use PDF Writerl OR convert Postscript files with

    Acrobat Distiller(print to file)

  • 77

    Edit PDF Files in Exchange

    l Edit Pages inExchange Insert pages Extract pages Replace pages Delete pages Move pages Crop pages Rotate pages

    l Page Actions Use forms Add web links Add multimedia

    objects Sound QuickTime movies

    Notes Navigation tools

  • 78

    Create Multimedia Files

    l Digitize and edit sound clips- use sound editing software:Sound CompanionKaboom!

    l Digitize and edit video clips- use video editing software:Movie Player Pro, Avid Cinema,Adobe Premiere, Apples new Final Cut

  • 79

    Navigation

    l Organize portfolio with hypertext linksbetween

    Standards Artifacts reflections

    l Create bookmarks & thumbnailsl Add movie linksl Insert sound clipsl Add buttons with Forms tool

  • 80

    Publish Portfolio

    l Record to appropriate medium

    Floppy disk (no multimedia)CD-RecordableWWW serverVideo tapeDVD (coming soon)

  • 81

    Technology Skills for developingElectronic Portfolios in Acrobat

    1. Converting files from any application to PDF using PDFWriter orAcrobat Distiller

    2. Scanning/capturing and editing graphic images

    3. Digitizing and editing sound files

    4. Digitizing and editing video files (VCR -> computer)

    5. Organizing portfolio artifacts with Acrobat Exchange, creatinglinks & buttons

    6. Organizing multimedia files and pre-mastering CD-ROM usingJaz disks

    7. Writing CD-Recordable disc using appropriate CD masteringsoftware

    8. Recording computer images with narration to video tape(computer -> VCR)

  • 82

    Dont double your learning!

    lWhen learning new tools,use familiar tasks;

    lWhen learning new tasks,use familiar tools.

    Barrett, 1991

  • 83

    Remember the portfolio is aunique document...

    ...illustrating your achievements as an educator. It should: identify and reflect positively on relevant learning achievements critically analyze experiences and articulate the learning achieved demonstrate increased awareness of own potential and aspirations demonstrate improved self-confidence to develop own learning identify academic and professional development demonstrate skills, knowledge and understanding gain from coursework demonstrate skills, knowledge and understanding gain from the practicum demonstrate skills, knowledge and understanding gain from related

    professional work experiences

    critically reflect your thoughts and self assessment - from UAA Adult Education Portfolio Handbook, 1998

  • 84

    Above all else:

    Let your love oflifelong learning

    shine!And have fun!

  • 67

    Helen C. Barrett, Ph.D.

    l Web Site on Electronic Portfolioshttp://transition.alaska.edu/www/portfolios.htmlhttp://portfolios.alaska.edu

    l Listserv: el-port@uaa.alaska.edu

    l E-Mail: afhcb@uaa.alaska.edu

  • 91

    Learn about Acrobat

    Peachpit PressISBN: 0201354616$14.39 (Amazon)

    A quick&dirty guide

    IDG Books WorldwideISBN: 0764532421$31.99 (Amazon)

    A great reference

    Adobe PressISBN: 0201702843$31.50 (Amazon)

    A great tutorial

  • 1

    Adobe Acrobat PDF format

    l John Warnock, Co-founder and CEO of Adobe Systems, Inc.defined the Adobe Acrobat Portable Document Format:

    l PDF is an extensible form of paper, ahypermedia that is device independent,platform independent, color consistent

    and it is the best universaltransmission media for

    creative and intellectual assets.

    http://imagebiz.com/Inform.html

  • 4

    Why create a digital portfolioin PDF rather than HTML?

    l NO programming or coding files -easier to learn

    l WYSIWYG - PDF files look exactlylike the original document

    l All one document, not fragmentedfiles (graphics & text)

    l Easier to integrate multimedia(sound and video)

  • 5

    Why create a digital portfolioin PDF rather than HTML?

    l Ideal format for CD-ROMl Easily integrate documents created by a

    variety of different software packagesl A variety of ways to navigate a

    document:Bookmarks

    LinksThumbnails

    Toolbar